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Secondary Mathematics Subject Leader In-Depth Study Module 4


Created on 01 April 2010 by ncetm_administrator
Updated on 09 April 2013 by ncetm_administrator

Mathematics Subject Leader In-Depth Study Module 4 (2 hours)

Lead ICT developments, recognising the key role that leaders have to play in the successful implementation of ICT

By studying this module you will consider ideas about leading developments in ICT in a mathematics department. In particular you will come to know more about:

  • taking a lead on ICT
  • supporting colleagues in developing personal use, admin, accessing info and presenting
  • know about what ICT is available and how it contributes to the curriculum
  • consider the pedagogical issues of using ICT and how to make best use of the opportunities.
  • taking advantage of ICT to improve learning
  • e-assessment – meanings and opportunities

The sections can be studied in the order presented here or you can click on one of the sections below to take you to a section that particularly interests you:

  1. Taking a lead on ICT (10 mins)
  2. Supporting colleagues in developing personal use, admin, accessing info and presenting (20 mins)
  3. Know about what ICT is available and how it relates to the curriculum (20 mins)
  4. Consider the pedagogical issues of using ICT and how to make best use of the opportunities (20 mins)
  5. Taking advantage of ICT to improve learning (20 mins)
  6. E-assessment – meanings and opportunities (20 mins)
  7. Reviewing the module (10 mins)

 
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1. Taking a lead on ICT

Taking a lead on ICT will involve all the leadership and management skills you have already (see Modules 1 & 2) but will also involve you in encouraging your departmental staff to innovate, experiment and take risks, to share their skills and knowledge, to take a lead themselves and to plan realistically. You will have to ensure that the department attends to the detail necessary in using ICT, from booking computer suites to knowing the all the necessary aspects of the programs used. But above all, if ICT is to be used effectively you and the department will need to be clear about what ICT is adding to the pupils’ experience. Click the title of the topic that you want to study:


Reviewing where we are as a department

There are two aspects to reviewing the way that ICT is used within the mathematics department:

  • reviewing the skills that the staff already have; and
  • reviewing the resources that are available.
     
Task 1 - Reviewing the skills that are currently available in the department

Ask staff what experience they have and what they would like to develop. Don’t forget to include your own skills and knowledge.
  • are they confident in using spreadsheets, Autograph, dynamic geometry packages etc.?
  • do they use any ICT regularly in their lessons, e.g. starter of the day, a graphing programme on their interactive whiteboard etc.?
  • do they know about certain ICT but would need to update their skills before using them?

Having asked these questions, reflect on: 

  • who can share their ideas and knowledge with another teacher or the whole department?
  • who can work in a peer-coaching partnership to develop the use of specific software in lessons?
  • who is really keen to use some specific software and would benefit from some outside training?

Task 2 - Reviewing the resources
Review all the resources that are available to be used by the mathematics department.
  • look in all cupboards for calculators, especially graphic calculators, and document what is available
  • look in the list of programmes available on your school’s system. Which can be used for increasing mathematical learning?
  • identify gaps and how you will go about finding the budget to fill those gaps.


Planning to use ICT

The Subject Leader’s role is to:
  • ensure that all staff are motivated and skilled in the use of ICT
  • enable a culture of continuous development of ICT skills
  • enable teachers to access a wide range of multimedia and digital resources
  • enable ICT to be used in a wide range of learning spaces in the school and with variety of different group sizes
  • enable teachers to create, use and adapt teaching resources created by themselves and others
  • support work planning and monitoring, for groups and individuals.
  • In this section we will look at planning to fulfil all these roles

Innovating and being prepared to experiment and take risks

In the previous section you reviewed what skills your department already had, what skills the department lacked and what the teachers wanted to develop.

Section 3 will show you what types of ICT are available so that you can decide exactly which type of ICT your department could bring in to extend the pupils experience and learning.

Innovation always feels risky, this is especially so in ICT when the machines and the software itself can all present problems to a teacher who lacks confidence.
 

Setting up a system to share knowledge
Realistically you will not be able to train everyone to use every piece of software that you would like to see used in your department. Decide on a system that works for your teachers in your department. You could:
  • decide with your department on a new piece of software to introduce this year. Write it into schemes of work for several year groups ensuring progression, but making sure that the plans are realistic. Provide a formal or informal training schedule so that teachers can feel confident to use the software. Do the same next year.
  • ask someone to be in charge of ICT use and development in the department. They would then be the person who knows what is available, how to book use of hardware, can use some of the software confidently and can point teachers to either someone who knows the software or a good book/website that explains it.
  • set up a password-protected department website possibly as part of a learning platform where teachers can share good websites/ideas/lessons using ICT. Use it yourself and encourage everyone else to use it. Can teachers access this site from home?
  • set up a coaching or buddying system that helps everyone to increase their knowledge of and confidence in using specific ICT.

Clarifying what ICT is adding to the pupils’ experience

Pupils have an entitlement to ICT in mathematics but it will be important to consider exactly how and why ICT will add to the pupils’ experience. ICT will be the best way to convey or consolidate some but not all new concepts and therefore where and how it is used needs to be planned carefully into schemes of work, thinking carefully about how the pupils will be enabled to make progress in both using ICT skills and in their mathematical learning.

Using ICT will be appropriate if it:

  • allows pupils to investigate or be creative in ways not possible otherwise;
  • gives them access to information not otherwise readily available;
  • engages them in the selection and interpretation of information;
  • helps them to think through and understand important ideas;
  • enables them to see patterns or behaviours more clearly;
  • adds reliability or accuracy to measurements;
  • enhances the quality of their presentations;
  • saves time, for example, spent on measuring, recording or writing.

There are six major ways in which ICT can provide opportunities for students learning mathematics: 

  1. Learning from feedback: the computer often provides fast and reliable feedback which is non-judgemental and impartial. This can encourage students to make their own conjectures and to test out and modify their ideas;
  2. Observing patterns: the speed of computers and calculators enables students to produce many examples when exploring mathematical problems. This supports their observation of patterns and the making and justifying of generalisations;
  3. Seeing connections: the computer enables formulae, tables of numbers and graphs to be linked readily. Changing one representation and seeing changes in the others helps students to understand the connections between them;
  4. Working with dynamic images: students can use computers to manipulate diagrams dynamically. This encourages them to visualise the geometry as they generate their own mental images;
  5. Exploring data: computers enable students to work with real data which can be represented in a variety of ways. This supports interpretation and analysis;
  6. 'Teaching' the computer: when students design an algorithm (a set of instructions) to make a computer achieve a particular result, they are compelled to express their commands unambiguously and in the correct order; they make their thinking explicit as they refine their ideas.

For the full text click here.

ICT and the National Curriculum

The National Curriculum (2007) includes the following key concepts which ICT provides the opportunity to address in interesting and motivating ways.

  • Selecting appropriate mathematical tools and methods, including ICT
  • Engaging in mathematics as an interesting and worthwhile activity

The National Curriculum (2007) also requires the following ‘key processes’ which ICT is an appropriate vehicle for addressing:

  • make connections within mathematics
  • visualise and work with dynamic images
  • identify and classify patterns
  • look at data to find patterns and exceptions
  • take account of feedback and learn from mistakes
  • use accurate notation, including correct syntax.

 
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2. Supporting Colleagues

It is important to be aware of how much support some teachers need in using ICT. Technology is regularly used in schools for administration, taking the register and so on but it could be used for keeping records in the mathematics department. Technical support in school is vital, but what technical skills do you expect your teachers to have and when do you call for help?

In the first section we thought about the skills that are already present in the department but there will be training needs and as subject leader you will need to have a plan to address them. You will also need to ensure that your teachers can access information and ideas at home. Click the title of the topic you would like to study:

Using ICT in Administration

Many schools are now developing a learning platform which will have many benefits including administration and sharing resources.

Making use of a learning platform

Read about the benefits of an effective learning platform - and consider how a learning platform could benefit parents.

If your school is not developing a learning platform:
  • which of the benefits to teachers will your staff need and how can you provide those using alternative software or systems?
  • which of the benefits to pupils will your staff require and how can you provide those using alternative software or systems?

Training issues


Identify your department’s training needs

You will already have some ideas of where the strengths and weaknesses are in your department and you may have already thought of a system that harnesses the strengths in the department to address any weaknesses or to move the whole department’s ideas forward.

Check you have thought of:

matching training to your development plan – it is tempting to see ‘a good course’ and send someone on it as the opportunity may not come again. The best departments match their training against their development plan and teachers attend those courses that will move the department forward.

training in technical skills – can you use the ICT technician in your school to make sure everyone is confident with the machines and other technology they may have to use?

using outside training – there are many commercial courses available – visit the NCETM Professional Development Calendar and search on ICT. For example; if you want to use dynamic geometry then the providers will point you to training or provide it themselves, or there are excellent books available through the ATM - for example, Integrating ICT into the Mathematics Classroom book and CD, or MA - and search for the “ICT and Mathematics” book.

what to do after the training - if a teacher attends training how will you use that new knowledge? Plan before the training how you will expect the teacher to disseminate the information. This will help the teacher know what questions to ask and information to collect.


Dealing with Anxiety

Many teachers are very anxious about using ICT in mathematics. They have not grown up using ICT unlike many of their students and it is understandable that they are apprehensive about using a different way of teaching.
ICT may also cause a different dynamic in the classroom,
  • the pupils are likely to use ICT in ways that are creative and unpredictable,
  • the pupils will often confidently find their way around software and may show their teacher ways of using it that they had not thought of.
  • sometimes the pupils take the role of teacher and the teacher of learner.

All these will feel strange to many teachers and it is important that the department recognises and listens to anxieties. Click the title to move to an area you would like to study:

What can go wrong and what to do if it does


What can go wrong and what to do about it

Use Folio 4.2.1 to review things that have gone wrong for other teachers and check you know exactly what to do in your school if they do.


Getting maximum benefit out of using ICT

If pupils are to gain maximum benefits from using ICT in mathematics, teachers in your department will need to know:
  • You can’t do everything on a computer or calculator: if pupils are going to think and work collaboratively then they will need a pencil and paper, a mini- whiteboard or practical equipment alongside the computer or graphical calculator.
  • Pupils often use ICT to generate large amounts of data. They will need the skills of finding, organising and using the information so that it answers the problem that they are working on.
  • Pupils often use ICT unthinkingly, pressing button after button randomly to see what happens and moving rapidly from one screen to the next. They will need a clear focus for their explorations and to be encouraged to concentrate on what they see and to ask questions such as ‘Why did that happen?’ or ‘What would happen if…?’.
  • Feedback provided by ICT may lead pupils to make generalisations based on experimental evidence and treat what they find as incontrovertible truth. It is important that pupils are encouraged to reflect on what they see, evaluate the evidence, make predictions and explain their conclusions. Teaching with ICT should focus on observation, explanation and proof.

Task - getting maximum benefit out of using ICT

Choose one or two of the above points and plan an item in a departmental meeting to enable your teachers to know how to handle the issues.

Personal use and personal gain

There will be a great deal of preparation to put in to use ICT when a teacher is not familiar with it or when using it in unfamiliar contexts. Even when using a familiar piece of software the teacher will need to access it and check items ready for their lesson. Therefore it will greatly benefit teachers to be able to access software whenever they choose to do so. There are various ways that schools achieve this:
  • the school provides all of its teachers with a laptop computer that is owned by the school. The laptops link into the school’s intranet and can download any software owned by the school and use it away from the school on that lap top. Software licences owned by the school reflect this level of use.
  • the school operates a learning platform that all its members can access either in school or remotely. All teachers can access programmes that are owned by the school from their own computers at home or wherever they are, if they have internet access. Every pupil at the school can do the same, so that they can use the programmes to complete work at home if that is appropriate.
  • whenever the school buys a new piece of software the school provides discs so that the teachers can load the software onto their own computers. Several teachers prefer to use their own laptops in school rather than prepare something at home which may not work in quite the way they planned on the school’s computer network. There are digital projectors in some rooms so that they can do this.

Task - Personal use of software

Reflect on the advantages and disadvantages of each of the above scenarios.

Remember to think about costs in terms of site licences as well as convenience and flexibility. Remember to check whether there is open source software available that does the job.

How can you improve the way that your staff are enabled to become familiar with software and prepare their lessons using ICT effectively?


Personal gain...

What do teachers gain by using ICT?

Make a list of all the things that you gain by using ICT. Effective record keeping, exciting, motivating lessons, ability to share good lesson plans, confidence and so. Try to think of 10 – 20 gains

Highlight the gains that you think are the most important.

Remember to talk about these gains to the teachers in your department – especially those who are reluctant to get engaged in ICT.


 
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3. What ICT is available and how it contributes to the curriculum
The following types of ICT are commonly available and used in schools:
  • calculators
  • spreadsheet
  • graph plotter
  • dynamic geometry package
  • programming environment e.g. logo
  • applets
  • resources (Internet/CD Rom) e.g. Bowland Maths
  • handheld (graphic calculator, PDA)
  • laptops/netbooks/tablets.

A helpful analysis of using various types of ICT in maths can be found here.
 

Task - What ICT is there and what can it teach?

Use Folio 4.3.1 to access some of the common types of ICT that are available.
  1. Reflect on how they can be used in your department – what mathematics can they teach and which pupils would benefit from using them?
  2. How much does the software cost? Where do you get it from?
  3. If you made its introduction an Action Research Project could you get some contribution to the costs from for example NCETM?

 
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4. Pedagogical Issues

In this section we will consider pedagogical issues in using ICT, the roles that ICt can play in learning, how to maximise the learning that pupils can do using an ICT environment and what research says about using ICT. Click the title of the area you want to study:


What role can ICT play in learning? 

Role 1: ICT can be a tool for doing mathematics

Once the pupils have learned how to use calculators, spreadsheets, graphing and geometry packages then they become simply tools for doing mathematics, they can research, analyse, model or visualise a mathematical problem or communicate their findings. In order for this to happen ideally, ICT would have to be available - as one of many resources – in the maths classroom whenever pupils are working. An occasional lesson in the ICT lab built entirely around the computer is unlikely to allow pupils to achieve the fluency that they would need to make this a reality.

Role 2: Providing Rich Problem Domains

The computer can simulate real or imaginary situations, such as scientific experiments, machines or puzzles or provide access to substantial, realistic data sets. The pupils can therefore explore in a way that would be tedious, impractical or impossible by other means. Many examples of such simulations are dedicated, easy-to-operate “applets” or “microworlds” or ready-built documents for a spreadsheet or geometry tools. The designers will have made the simulation easy to use and they can greatly enrich the range, depth and realism of problems encountered by pupils in the maths classroom.

Role 3: ICT as a Didactic Tool

In this role, ICT is used to support or replace the text book, blackboard, teacher or examiner. This can offer many advantages, such as aids to visualization, and prepared lesson presentations that may be way beyond the skills of a teacher. There are other programmes designed to be used by an individual providing self-paced learning, instant feedback tests and enjoyable games for drill-and-practice. However, these uses do not usually foster the pupil’s use of ICT as a mathematical tool or introduce richer problem contexts the classroom. Instead, the emphasis is on delivering the traditional curriculum more efficiently.

The Role of ICT in Learning

Does the way that ICT is available in your school encourage pupils to use it as a tool for learning?

How often are pupils able to use computers to simulate real world environments? See Bowland maths for ideas.

How can your teachers make use of ICT to help them plan good lessons and show the pupils images that allow them to extend their mathematical thinking without losing flexibility to respond to the pupils?


Maximising Learning with ICT

As we have seen, ICT gives the opportunity for pupils to:
  • learn from feedback
  • observe patterns
  • see connections
  • work with dynamic images
  • explore data
  • teach the computer

And it is therefore important that pupils have the opportunity to learn using ICT.
In addition to the advantages we have already considered ICT can provide a totally individual learning experience or encourage collaboration depending on what and how software is used.

Planning to maximise the learning when using ICT

1. Organising the groups

Whole classes can use ICT if it is projected on to a whiteboard to support interactive teaching, for example to:
  • introduce, review or demonstrate a new mathematical skill or concept;
  • practise or consolidate previously learned mathematical facts;
  • introduce a question, puzzle or problem which pupils then work on;
  • observe a simulation or discuss some data that have been collected;
  • share pupils’ work.
Small groups of pupils can use ICT to:
  • investigate and explore a mathematical problem or situation;
  • research and find information;
  • collect and analyse data;
  • solve a problem;
  • organise and present their work.

2. Test any software before the lesson

Check the system requirements for your software, and whether anything needs to be installed before use. Some software requires “installation” to ensure that files are copied into specific places – you might need IT support to achieve this on a school network or computers with strict security settings. Test the software on a machine that the pupils will use and it is sometimes worth testing it with a pupil password as well to make sure it will run smoothly.

3. What other resources will you need?

If you have to move to a computer lab, some resources that you take for granted in your classroom may not be available: squared/graph paper; calculators; rulers; mini whiteboards – remember to bring them along if they might be useful.

4. Do your pupils have room to write?

It is difficult to find space for jotting notes or writing in some computer labs – yet many investigations need paper for notes and rough work. Bring clipboards if necessary but always encourage pupils to make notes – and use other resources

5. Communicating the outcome

Sometimes the outcome of using software may be notes, in others a completed document or presentation.
  • If you need pupils to save a document, find out what the rules are for saving files at your school and make sure that the pupils follow them.
  • If the pupils need to print, make sure they have their name on their work and arrange printing, remember that it will take time and the pupils may consider their work finished when they have pressed print, and stop work.

ICT is only as good as its operator

Clearly, ICT can be a powerful and efficient tool, but if pupils are to use the facilities it offers constructively and efficiently then they need to be taught the technical skills required. For example, in order to use a calculator effectively, pupils in Key Stage 3 need to learn:

  • how to select from the display the number of figures appropriate to the context of the calculation;
  • how to enter numbers and interpret the display when the numbers represent money, metric measurements, units of time or fractions;
  • the order in which to use the keys for calculations involving more than one step;
  • how to use facilities such as the memory, brackets, the square root and cube root keys, the sign change key, the fraction key, and so on.

Similarly, pupils need to be taught how to use the facilities and functions of a spreadsheet, graph plotting package, computer algebra system, dynamic geometry package or graphical calculator if they are to use them effectively to help solve mathematical problems. Mathematics lessons can therefore help pupils to develop their ICT skills by providing new contexts in which to apply those skills.

ICT is sometimes not the right tool

Pupils need to learn to choose the appropriate ICT tools to help them solve mathematical problems, but they also need to learn when it is not appropriate to use ICT. For example, it is important that they learn to avoid using ICT for routine tasks that can be carried out more effectively through mental methods or with pencil and paper. Examples include:

  • using a calculator or spreadsheet for a straightforward, single calculation;
  • using PowerPoint to present an idea that could be more effectively displayed as a poster;
  • using a graphical calculator to draw a graph when a sketch would be more appropriate.
Maximising Learning with ICT

Plan a lesson with another teacher to use a piece of software that is unfamiliar to both of you. Plan how you are going to test the software, demonstrate how to use it, group the pupils and ask for an outcome.
 
What research says about using ICT in Maths

Read this analysis of available research about primary and secondary teachers' use of ICT in mathematics.
 
 
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5. Taking advantage of ICT to improve learning

As we have seen throughout the module ICT can have an important effect on pupils’ learning mathematics, way beyond the motivating effect of ‘doing something different’
Pupils who work collaboratively using a simulation or a data base, explore, reason and justify as they talk together and discuss their purposes and objections. The desire to find a satisfactory outcome can encourage the kinds of cumulative and exploratory talk that has been shown to aid learning. Click the title of the area you would like to study: Pupils working collaboratively

Most pupils are happy to talk in the classroom but only certain types of talk develop pupils’ understanding and promote deeper thinking. Two authors have provided ways to classify talk in the classroom

Robin Alexander (2003) identified the following five principles of helpful classroom talk - which he terms dialogic.

Dialogic talk is:

  • Collective: teachers and pupils address learning tasks together, as small groups or as a whole class.
  • Reciprocal: teachers and pupils listen to each other, share ideas and consider alternative viewpoints
  • Cumulative: teachers and pupils build on their own and each others' ideas and constructing coherent lines of thinking.
  • Supportive: pupils articulate their ideas freely, without fear of embarrassment over 'wrong' answers, helping each other to reach common understandings
  • Purposeful: teachers plan and facilitate dialogic teaching with particular educational goals in view

Neil Mercer (2000, 2007) identifies the following three types of pupil-pupil talk, which extend the idea of the kinds of talk that can be encouraged. It is the third type, exploratory talk, that is most helpful for learning:

Cumulative talk - Speakers build positively, but uncritically on what each other has said. This is typically characterised by repetitions, confirmations and elaborations.
Disputational talk - This consists of disagreement and individualised decision making. It is characterised by short exchanges consisting of assertions and counter-assertions.
Exploratory talk - Speakers work on and elaborate each other’s reasoning in a collaborative, rather than competitive atmosphere. Exploratory talk enables reasoning to become audible and knowledge becomes publicly accountable.
It is characterised by critical and constructive exchanges. Challenges are justified and alternative ideas are offered.
 

Task - Encouraging dialogic, exploratory talk

Video a group working on a problem in the classroom or at a computer.

Use Folio 4.5.1 to record the types of talk that you see.

Reflect on how they could be encouraged to use more dialogic and exploratory talk.

It is possible they may need:
  • a clearer purpose or outcome for their talk?
  • a more structured set of decisions to make together?
  • explicit roles to take within the group?
  • a set of classroom ‘ground rules’ that explain how they are expected to act when asked to discuss?
Plan an ICT lesson that helps a group of pupils to discover the power of talking together to build learning

Use Bowland Maths PD Module 2 - Fostering and Managing Collaborative Work to study further pupils working collaboratively using ICT.

Teachers learning together

If using ICT or working collaboratively is new to some of your department or you want to introduce a new piece of software such as dynamic geometry or improve the way that your pupils learn from ICT, you may decide to use Action Research or other systems of learning together

Module 5 explores the why and how to undertake action research or co- coaching and what you might expect to achieve using such methods.

Remember:

Introducing new ideas takes time

You may wish to set a 3 year time-line: use the 1st year to experiment with the software or new idea, introduce it in the 2nd year and build into your normal practice in the 3rd year. Only after the practice is embedded are you ready to take on another idea.

Use an evidence base

Look at what others have found out before trying to re-invent the wheel. There is a list of further reading at the end of this module, and there are always new and archived articles in MT and Micromaths and Mathematics in School.

Listen to the pupils

You can get a great deal of information from listening to the pupils as they engage with ICT. How is it impacting their conversation? What do they feel helps them learn? What are they learning about, maths, using the programme, how to work together? Is it worth asking them formally, using a questionnaire or a small interview group? See Module 3 for more about using the pupil voice.

Co-teaching

When experimenting with a new pedagogical approach of a new piece of software it is worth thinking about co-teaching. Co-teaching means that two – or more – teachers will plan a lesson or series of lessons together. They may each teach part of the lesson and both be present to answer the pupils questions or may decide that one will teach and the other observe looking for how the pupils react and the learning that they do. The lesson will be followed by review and reflection by all of the teachers involved, lessons will be learned, changes will be made and put into practice and gradually a high quality outcome will be achieved.

Sources of ideas

Throughout this module you will have seen references to sources of information and ideas. These have varied from free items to the resources available at very reasonable cost from mathematics subject associations to commercially available software. Information is vital if you are to keep up to date with what is available in ICT and how others are using the ideas.
 

Free resources

Open Office Suite; Starter of the day; enrichment activities from NRICH - or pages of ideas such as emaths and Interactive Whiteboard Resources.
There are also free versions of dynamic geometry and graph plotters, which are good for trying out and seeing what can be done - eg Geogebra and an article to get you started - Linking geometry and algebra with Geogebra by Julie-Anne Edwards and Keith Jones. NCETM is a source of many ideas, tells you where there are groups meeting that may extend your ideas and what is happening in the mathematics education community.

Mathematics Associations

There are many resources and ideas available to members of mathematics associations and if you are a member there is a discount on books and ICT resources.
The journals and other publications from ATM & MA are a continuing source of ideas for improving learning in your department.

Commercial resources

As detailed before, the main graph plotting and dynamic geometry programmes maintain their own websites, as do manufacturers of calculators and these are a good source of information to know what is available. It is also worth accessing publishers sites as they are moving more and more into ICT-based material.
 


 
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6. e-Assessment - meanings and opportunities

e-Assessment is being developed and will be used more and more extensively in the future. e-Assessment can be traditional examination papers answered on a computer for ease and reliability of marking. There is software that is capable of marking complicated essays, but this type of assessment is usually multi-choice as in the Theory Test for a Driving Licence. However it is possible to use computers to extend the way that assessment is conducted giving the opportunity to assess what we value in education. Such assessment is expensive to develop but not so expensive to administer, but it does assume that pupils have access to computers in conditions where they can be supervised and concentrate for extended periods. Alongside a range of creative alternative assessments of pupils learning experiences e-assessment will lead to increased usability and accessibility for a diverse range of students. e-Assessment potentially offers advantages over traditional modes of assessment, including for example, greater speed of marking, immediate feedback to both learner and assessor, and a more engaging assessment experience.

For more information see JISC.

video that looks at the radical developments in assessment and exams which could change the face of teaching and learning forever is available on Teachers TV.

Task - reflecting on e-Assessment

Will e-Assessment explore different ways of assessing that enable more of what we value in mathematics to be assessed such as reasoning and communication?

Will schools have sufficient reliable machines available to assess its pupils

In e-Assessment will pupils mathematical skills be assessed or their ICT skills?

Will a different form of assessment lead to a different curriculum?


Further reading

A list of materials, general reading, and organisation details is available to download.

 
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7. Reviewing the module

In completing this module you will have considered

1. Taking a lead on ICT

  • reviewing where we are as a department
  • planning to use ICT
  • clarifying what ICT is adding to the pupil experience

2. Supporting colleagues

  • using ICT in administration
  • training Issues
  • dealing with anxiety

3. Know about what ICT is available and how it contributes to the curriculum

4. Pedagogical issues

  • what role can ICT play in learning?
  • maximising learning with ICT
  • what research says about using ICT in mathematics

5. Taking advantage of ICT to improve learning

  • pupils working collaboratively
  • teachers learning together
  • sources of ideas

6. e-Assessment – meanings and opportunities


Each of these sections is intended to add to your knowledge of how to help all staff involved in the teaching of mathematics develop their ability and confidence in using ICT to enable pupils to learn mathematics.
 

Review the ideas that you have gained from each of the sections and reflect on which of the sections will make a short term difference to your department and which will add to your long term plans.
 
 
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